Training Methods and Training Objectives

1. Dr. T.Vijaya Kumar
Associate Professor & Training Coordinator
Email Id: tvijayakumar.nird@gov.in
Training Methods and
Training Objectives
National Institute of Rural Development
and Panchayati Raj
NERC- Guwahati. Assam.
Trg

2.  Training: This activity is both focused upon,
and evaluated against, the job that an
individual currently holds.
 Education: This activity focuses upon the
jobs that an individual may potentially hold
in the future, and is evaluated against those
jobs.
 Development: This activity focuses upon
the activities that the organization employing
the individual, or that the individual is part
of, may partake in the future, and is almost
impossible to evaluate

3. We do not
teach and control them in one way but we help
them learn, develop their capacities, and solve
their problems themselves

4. P: Learners are Practical
M: Learner needs Motivation
A: Learners are Autonomous
R: Learner needs Relevancy
G: Learners are Goal-oriented
E: Learner has life Experience
Practical
Interactive
Enjoyable

5. Learning is a process that:
1. is active—it engages and manipulates concepts, experiences, and
conversations in order to build mental models of the world. Learners build
knowledge as they explore their context,
engage with others, and connect new ideas with old understanding.
2. builds on prior knowledge—and enriches, improves on, and changes
existing understanding.
3. occurs in a complex social environment—learning is a social activity
involving people, their practices and experiences, their social context, and the
actions they take (and that knowledge is built by members in the activity).
4. is situated in an authentic context—learning takes place when learners
have the opportunity to engage with specific ideas and concepts on a need-
to-know or how-to basis.
5. requires learners’ motivation and cognitive engagement to be sustain
learning complex ideas, because considerable mental effort and persistence
are necessary.

6. How is learning defined in your
organization?
How does such understanding translate
into your practice?

7. Rethinking the role of the trainer
In the past decade, we have gained insight into what learning is, and when
and how it occurs, but to apply those insights into trainings will first require
that educators and learners change their perceptions of their roles.
The learner’s role is not only to receive knowledge, but also to search,
challenge, and construct knowledge. The goal of teachers and trainers in
adult education is not only to present knowledge, but also to facilitate, to
interpret, and to design learning experiences.
To provide meaningful and successful learning experiences we must stop
looking exclusively at the quality of knowledge presented and start including
the quality of the learning process designed.
We must concern ourselves not only with our expertise in a specific subject,
but also with our competency in planning, designing, and delivering learning
processes.

8. The trainer as a facilitator of the learning
process
The trainer as a source of knowledge
The trainer as a monitor and evaluator

9. Objectives for training are specific goals that define what learners are
expected to achieve by the time they’ve completed their training.
Training objectives are specific, measurable, and time-bound statements
that describe what learners are expected to achieve as a result of
participating in a training program. Objectives are usually written from the
learner’s perspective and focus on the desired outcomes of the training.
What is the purpose of setting training objectives?
The purpose of setting training objectives is to provide clarity both for
learners and managers. Clear training objectives inform learners what skills
and knowledge they’re expected to gain from the training program, as well
as what metrics will be used to evaluate if they gained that knowledge.

10. why it’s important to set training objectives:
Clarify expectations
Training objectives help to clarify what is expected of learners and what
they need to achieve to complete the training program successfully. This
clarity allows learners to stay focused on the desired outcomes and
understand how the training will help them to develop new skills and
knowledge.
Measure progress
Training objectives provide a measurable way to track learners’ progress
throughout the training program. By setting specific, measurable, and time-
bound objectives, you can easily assess whether learners are achieving
the desired outcomes and make any necessary adjustments to the training
program to ensure that learners are on track.

11. Improve learning outcomes
By taking time to write clear objectives for training before that training is
rolled out, you’re compelled to evaluate if the program you’ve created
matches the objective it’s supposed to achieve. This will help you identify
any gaps in the training program before you initiate it, instead of after the
fact.

12. How do you write training objectives?
Define the desired outcomes
The first step in writing training objectives is to clearly define the desired
outcomes of the training program. This involves identifying what learners need
to know or be able to do by the end of the training program.
Use the SMART criteria
The SMART criteria is a framework for setting effective objectives. SMART
stands for Specific, Measurable, Achievable, Relevant, and Time-bound. Use
this framework to ensure that your objectives are clear, actionable, and
achievable within a specified time frame.
Write from the learner’s perspective
When writing training objectives, it’s important to write from the learner’s
perspective. Objectives should focus on what learners will be able to do or know
by the end of the training program.

13. Use action verbs
Use action verbs in your objectives to clearly describe what learners are
expected to do. For example, use verbs like “identify,” “analyze,”
“demonstrate,” or “evaluate.”
Keep it concise
Training objectives should be concise and easy to understand. Use
simple language and avoid jargon or technical terms that learners may
not understand.
Prioritize objectives
Prioritize your objectives based on their importance to the overall
success of the training program. This will help to ensure that learners
are focused on the most critical skills and knowledge.

15. 90/20/8 Rule
A physiological research indicates that average adults can
listen with understanding for 90 minutes.
However, they can listen with retention for 20 minutes. And
they need to discuss and apply what they're learning every 8
minutes. Based on this research results, it is suggested that
one should not teach more than 90 minutes. The mode is
changed at least every 20 minutes, and interaction for every 8
minutes

16. <Example: Application of KSA in program design>
It is helpful to breakdown abilities into the 3 categories of KSA when you design
any training program. Let’s pick up “procurement” as an example. The ability of
the procurement officer can be broken down as follows:
Knowledge: Officer must know about procurement law, internal standard
processes, technical aspects of procuring products, etc.
Skill: Officer must have skills for checking quotations, information collection,
and negotiation with companies, etc.
Attitude: Officer must be ethical, fair and committed to the benefit of the nation,
etc.
After the above breakdown, design session to reflect how to provide knowledge,
skill and attitude by using appropriate methodologies.
one should try to find a way to involve participants every 8 minutes